the go to strategies: scaffolding options for teachers of ells-tesol 2014

Linda New Levine, Ph.D Laura Lukens Be5y Ansin Smallwood, Ph. D. EFL/ESL Consultant ELL Program Coordinator Founder and President Vero Beach, FL North Kansas City Schools Succeeding with ELLS (SWELL)

Kansas City, MO Bethesda, MD

The GO TO Strategies 2014 TESOL Interna1onal Conven1on, K-‐12 Dream Day Portland, Oregon March 26, 3:00-‐4:15PM

The GO TO Strategies: Scaffolding Op1ons for

Teachers of ELLs

Agenda Review 1.  Ge&ng Started: Overview and Community Building

2.  Introducing the GO TO Strategies

3.  AssociaBng Research-‐based Principles with PracBce and Strategies

4.  Becoming Familiar with the GO TO Strategies: Inventory

6.  IntegraBng Strategies into InstrucBon

7.  Summary and Conclusion

The GO TO Strategies

Introduc1on and Community Building Things in Common

•  In your table groups, find one thing you all have in common.

•  Don’t go for the obvious! •  Choose someone to report your group’s finding

Things in Common

Useful for: •  CreaBng community among a group of diverse students

•  Enabling students to learn about each other •  Establishing connecBons among members of a group

•  Showing students that all are valued for their unique differences and their commonaliBes

Community Building Strategy, Inventory, P. 4

Structured Note-‐Taking

Useful for: •  Enabling students to organize informaBon •  Providing a focus for listening •  Organizing informaBon and concepts for future study

•  Teaching a learning strategy Student Learning Strategy, Inventory, P. 21

The GO TO Strategies Project

•  Outgrowth of Project EXCELL-‐NKCS/UMKC

•  Based on CAL’s Five Principles of Sheltered InstrucBon

•  Scaffolds rigorous instrucBon for ELLs as states transiBon to the CCSS

h5p://www.cal.org/projects/pdfs/go-‐to-‐strategies.pdf

Project EXCELL

The GO TO Strategies Project •  A “suite” of products for use in content or ELL classrooms:

–  Introduc<on to the Strategies Project –  Strategic Teaching and Learning Guided by the Five Principles of

Instruc<on for ELLs –  Strategies “Matrix” –  Strategies Inventory –  Strategies Glossary

•  Our goal for today: –  To introduce and provide hands-‐on experience with newly developed

strategies resources (2013) that enable teachers to plan scaffolded, yet rigorous content lessons for English language learners.


The GO TO Strategies Matrix

•  The WIDA CAN DO Descriptors describe what a student “can do”, with support, at a given level of English proficiency in each domain

•  Wouldn’t it be nice if we had a similar matrix to show strategies that would be appropriate for students at the different levels of language proficiency in each domain?

Scavenger Hunt Purpose: To gain a hands-‐on familiarity with these resources

DirecQons: Work with a partner to find the answers to these ques<ons.

1.  How is “instrucBonal strategy” defined? On what page do you find that?

2.  What is Principle 1 and an example of a primary strategy that reflects it? On what page do you find that?

3.  In what secBon (and page/s) do you find strategies scaffolded across proficiency levels? What is the strategy example given for Speaking, at Level 2?

4.  What are two kinds of informaBon given about each strategy in the Inventory?

5. Find the “Wait Time Two” strategy in the Inventory and Glossary secBons. Page numbers? When might you use each secBon? 6.  Do you need permission to copy part or all of the GO TO Strategies? On what page do you find that informaBon?


Strategic Teaching and Learning Using the Principles

•  Principle 1. Focus on academic language, literacy, and vocabulary.

•  Principle 2. Link background knowledge and culture to learning.

•  Principle 3. Increase comprehensible input and language output.

•  Principle 4. Promote classroom interac1on.

•  Principle 5. S1mulate higher order thinking and the use of learning strategies.

Principles of Instruc1on for English Language Learners: Think-‐Write-‐Pair-‐Share

•  Which of these principles is most important for you to focus on with your students? Why did you choose this principle?

•  THINK of the most important principle for your students and why you chose this principle.

•  WRITE your responses on a sheet of paper. •  PAIR with another parBcipant to share your ideas.

•  DISCUSS your ideas with the group.

Think-‐Write-‐Pair-‐Share

Useful for: •  Students who need Bme to reflect before responding

•  Students who need Bme to structure a grammaBcal uierance

•  Students who never raise their hands in class •  Students who can benefit from a Key Sentence Frame Interactive Strategies, Inventory, P. 12

Strategic Teaching and Learning Using the Five Principles

•  This document aligns examples of strategies with each of the five principles.

•  Please locate the principle that you chose as most important for your students.

•  Glance through some of the strategies aligned with this principle.

•  Highlight three strategies you feel would be useful for your students.

Inventory of GO TO Strategies for English Language Learners, K-‐12

•  Look at the Table of Contents in the Inventory.

•  Put a check √ next to any strategy that you know or think that you know.

(Self-‐Assessment Scale)

•  Share your list with your learning partner.

Self-‐Assessment Scales

Useful for •  Vocabulary teaching and learning •  Oral language comprehension assessment •  Oral language speaking assessment •  Reading comprehension assessment

Vocabulary Teaching Strategies, P. 24

An1cipa1on Guide: Strategy Categories and Defini1ons

Agree Disagree _____ _____ 1. Interactive strategies promote academic oral language

development in the classroom

_____ _____ 2. Reading strategies help promote comprehension of a reading or content text.

_____ _____ 3. Student Learning strategies are practiced by students to

promote comprehension of content text, comprehension of oral language input, and language learning study skills.

_____ _____ 4. Writing strategies help develop connections between and

among students within the classroom and within small groups of students.

Strategy Categories: What is the Purpose of Each Category?

•  Community Building Strategies •  Interac1ve Strategies •  Teaching Strategies •  Student Learning Strategies •  Vocabulary Teaching Strategies •  Reading Strategies •  Wri1ng Strategies

Strategy Categories and Defini1ons Community Building Strategies These strategies are introduced by the teacher to help develop connecBons between and among students within the classroom and within small groups of students.

InteracQve Strategies These strategies are organized by the teacher to promote academic oral language development in the classroom

Teaching Strategies These strategies are used by a teacher to scaffold the learning process and promote comprehension of oral or wriien language by students.

.

Strategy Categories and Defini1ons Student Learning Strategies These strategies are pracBced by students to promote comprehension of content text, comprehension of oral language input, and language learning study skills.

Vocabulary Teaching Strategies These strategies are introduced by the teacher into a learning unit to help ELLs learn the academic vocabulary required for high achievement in schools.

Reading Strategies These strategies are taught to students to promote comprehension of a reading or content text.

WriQng Strategies These strategies are taught by the teacher to enable ELLs to develop academic wriBng competency within the content classroom

Reac1on Guide: Strategy Categories and Defini1ons

Agree Disagree _____ _____ 1. Interactive strategies promote academic oral language

development in the classroom

_____ _____ 2. Reading strategies promote comprehension of a reading or content text.

_____ _____ 3. Student Learning strategies are practiced by students to

promote comprehension of content text, comprehension of oral language input, and language learning study skills.

_____ _____ 4. Writing strategies help develop connections between and

among students within the classroom and within small groups of students.

An1cipa1on/Reac1on Guides

Useful for: •  AcBvaBng students’ background or prior knowledge

•  Introducing necessary vocabulary and grammar forms

•  Providing informaBon about future instrucBon •  AlerBng students to what they know and what they don’t know

Reading Strategy, Inventory, P. 16

Strategy Categories: What is the purpose of each?

•  DemonstraBon-‐Mix and Match

•  Selected parBcipants will first mix, and then, aler signal, find a match for their cards –a definiBon of a category to the name of the category.

Mix and Match

Useful for: •  Matching vocabulary with definiBons •  Matching math equivalents (9 x 3; 27) •  Matching examples of categories (e.g., repBle/snake, mammal/dolphin, states/capitols, biomes/flora and fauna) Vocabulary Teaching Strategies, Inventory, P. 23

The GO TO Strategies: A Planning Framework for Scaffolding Content Lessons

By Incorpora1ng Strategies for ELLs, K-‐12

Theore1cal Founda1ons: •  ConstrucBvist learning guides the lesson framework. (Bruner, 1960) •  Learning is an acBve process in which learners construct new ideas and concepts based upon the level of their current or past knowledge.



Theore1cal Founda1ons: • Students engage in concrete experiences in which they discover principles by themselves. • The teacher’s role is to engage students in acBve dialogs and translate new informaBon into a format appropriate to the learner’s current state of understanding.



Theore1cal Founda1ons: •  Learning is scaffolded so that it can be

readily grasped by the learner (Wood, Bruner, & Ross, 1976).

•  Sequence of learning proceeds from concrete to abstract.

•  The gradual-‐release-‐of-‐responsibility model (Brown & Abell, 2007; Campione & Day, 1981; Fitzgerald & Graves, 2004; Levine & McCloskey, 2013) is parBcularly useful for ELLs



KEY to Strategies:

•  IS = InteracBve Strategy •  TS = Teaching Strategy •  CBS = Community Building Strategy •  SLS = Student Learning Strategy •  VTS = Vocabulary Teaching Strategy •  RS = Reading Strategy •  WS = WriBng Strategy

Lesson Sequence Star1ng Instruc1on – Explora1on Phase • Ac1vate prior knowledge, learning, or understanding

–  SBr the Class (IS) –  Roving Charts (IS) –  K-‐W-‐L (TS)

• Engage in concrete explora1on or observa1on –  Graphic Organizer (TS) –  Four Corners (IS)

• Pre-‐reading ac1vi1es –  AnBcipaBon Guides (RS) –  Language Experience Approach (RS) –  Teach the Text Backwards (RS)

Lesson Sequence Building Instruc1on – Concept Development • Teach academic and technical vocabulary

–  Closed Sort Tasks (VTS) –  Cognates (VTS) –  Key Sentence Frames (VTS)

• Students interact orally with others to develop concepts –  10 – 2 (IS) –  Numbered Heads Together (IS) –  Round the Clock Learning Partners (IS)

• Engage in close reading –  Guided Reading (RS) –  Directed Reading Thinking AcBvity (DRTA) (RS) –  Reciprocal Teaching (RS)

• Assemble or organize data –  Concept/Idea Maps (SLS) –  Structured Note-‐taking (SLS) –  T Charts (SLS)

Lesson Sequence Building Instruc1on – Applica1on • Students con1nue to work concretely using new vocabulary

–  Dialogue Journals (WS) –  Content Learning Logs (WS) –  Reader’s Theatre (TS)

• Students use concepts in a new or more complex way

–  Text to Graphics and Back Again (WS)

• Report and write –  CollaboraBve Dialogues (TS) –  Report Frames (WS)

Lesson Sequence

Concluding Instruc1on – Assessment

– Rubrics (TS) – Comprehension Checking (TS) – CollaboraBve Dialogues (TS).

Now It’s Your Turn!! Give One -‐ Get One

•  Pair with a learning partner and locate your lesson framework matrix.

•  Think of a student you work with– either elementary or middle school

•  Choose a GO TO Strategy from an appropriate category for each of the four parts of the lesson framework.

•  Write the four strategies on your framework worksheet. •  Give your worksheet to your partner and get your partner’s

worksheet in return. •  Write your strategy examples on your partner’s worksheet. Your

partner will write examples on your worksheet. Give One -‐ Get One, Inventory, p. 32

Give One – Get One Useful for: •  Engaging students in oral language exchanges using academic vocabulary or structures

•  Scaffolding a learning task with learning partners

•  AcBvaBng informaBon or summarizing informaBon in a learning unit

•  Involving 100% of students in the instrucBonal conversaBon

•  Providing movement (ideal)

Summary: S1r the Class •  Take your GO TO Strategies with you when the facilitator asks you to stand and walk around the room.

•  Stop moving when you hear the word “Freeze!”

•  Listen to the quesBon and group yourselves by the number of the answer.

•  Listen for a summarizing quesBon and respond in your small group.

•  Be ready to walk again.

S1r the Class Useful for: •  Students who need movement •  Students who can learn summarizing concepts by listening to others

•  Students who need opportuniBes for academic language interacBon

•  Students who can respond orally when scaffolded with notes

•  Students who never raise their hand in class Interactive Strategies, Inventory, P. 11


2014 TESOL Interna1onal Conven1on K-‐12 Dream Day March 26, 2014

Thank you!

Laura Lukens ELL Program Coordinator North Kansas City Schools, MO [email protected] (816)413-5115 Linda New Levine EFL/ESL Consultant [email protected] (772)231-6661

Betty Ansin Smallwood, Ph.D. Founder and President Succeeding with ELLs (SWELL) [email protected] (240)498-0378

the go to strategies: scaffolding options for teachers of ells-tesol 2014

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